Morris Siu‐Yung Jong
Biographic Data
| ID | 5707750 |
|---|---|
| NAME | Morris Siu‐Yung Jong |
| GIVEN NAMES | Morris Siu‐Yung |
| FAMILY NAME | Jong |
| SIGNATURE | JONG M S Y |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0001-9186-0484 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 38 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Enact-Examine-Extract (E3)
Learning analytics on multimodal GAI-driven EFL oral learning
Generative artificial intelligence (GAI) has gained increasing attention in English as a foreign language (EFL) education, with growing evidence supporting its efficacy in enhancing oral performance. Nonetheless, limited research has examined how GAI’s multimodal capabilities shape learner behavior, and how different learning behavior clusters relate to motivation and oral performance dynamics. To address these gaps, this study explored (1) the l…
Students as AI literate designers
Although introducing AI education into K-12 schools has attracted significant interest from educators and researchers, research into effective strategies for enhancing elementary students’ AI literacy remains in its infancy. Grounded in design-based learning, we propose a pedagogical framework, “Students as AI literate designers” (SAILD), to facilitate young learners’ acquisition of AI literacy by designing solutions for real-world problem-solvin…
STEM education
The engineering design process is a vital component of integrated STEM education, where students’ design practices both shape and are shaped by their epistemic cognition (EC). Nonetheless, research on secondary students’ EC in STEM contexts is limited, and implementing personalized STEM instruction that accommodates diverse students’ interests and needs poses significant challenges. Harnessing a Multi-Agent System (MAS) afforded by Generative Art…
Engagement Dynamics in AI ‐Mediated Informal Digital Learning of English
Both Student and School Growth Mindsets are Linked with Well-being
Past studies on growth mindsets have mostly investigated the role it plays in students’ learning. However, whether and how it relates to well-being has received less empirical attention. Furthermore, past studies have primarily focused on growth mindset as an individual belief (i.e., student-level growth mindset). However, research has shown that growth mindset can also be conceptualized as a collective belief of the group in which the individual…
The impact of teachers’ TK and TPACK in their composed SVVR on students’ active learning and learning engagement
This study examined the relationship among teachers’ technological pedagogical and content knowledge (TPACK), the spherical video-based virtual reality (SVVR) they composed, and students’ active learning and learning engagement. Fifty-three teachers composed their own SVVR and implemented it in the educational field with 1,208 students. Multilevel structural equation modeling was employed to analyze this nested dataset. The findings revealed two …
Unlocking students’ creative potential in designing technological-enriched design solutions
Creativity is an important competency for talents in the twenty first century. The study examines how integrating real-world community service challenges into the secondary school STEM curriculum impacts students’ creativity and STEM content knowledge. A total of 123 secondary school students learned the challenges faced by people with visual impairments and applied their STEM knowledge to design creative solutions. Students proposed diversified …
Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement
Middle School Students' In‐Moment Engagement in Synchronous Online Learning
Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts
Design and validation of an electroencephalogram‐supported approach to tracking real‐time cognitive load variations for adaptive video‐based learning
Cognitive load is a critical internal state associated with learners' learning process and significantly influences learning outcomes. With the worldwide popularity of video‐based learning (VBL), tracking real‐time cognitive load variations becomes more and more important for the timely provision of adaptive learning support during the learning process. This study proposed and validated an electroencephalogram (EEG)‐supported approach to tracking…
A systematic review of SVVR in language education in terms of the Addie model
Positive mental health literacy for teachers
Longitudinal relationships between risky online behaviors and positive technological development among early adolescents
They believe students can fly
The influence of ChatGPT on student engagement
Incorporation of peer‐feedback into the pedagogical use of spherical video‐based virtual reality in writing education
Writing is a fundamental skill linked closely with academic achievement, day‐to‐day communication, formal negotiations, and more. However, due to their lack of contextual experience, learning to write has been a demanding and complex cognitive process for most learners. As a result, learners struggle to exhibit positive learning behaviours and cognitive engagement in writing, let alone embrace deep and autonomous learning. To solve these problems…
Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class
In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order to successfully study in SVVR. However, learners often struggle to self-regulate their learning. The…
Actualization of teaching conceptions in lesson design
The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers’ lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers’ teaching focuses, shape their TPACK remains uncertain. This study aimed to explore how teachers’ conceptions shape their TPACK regarding…
Pedagogical adoption of SVVR in formal education
Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West
BACKGROUND: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. AIMS: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation. SAMPLE: We used data from the Teaching and Learning International Survey (TALIS) 2018, which in…
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts
Technological solutions for promoting employees' knowledge levels and practical skills
Adoption of flipped learning in social humanities education
FIBER (Flipped Issue-Based Enquiry Ride) is a teacher-facilitated interactive pedagogic framework that the authors propose to integrate flipped learning into social humanities education. This paper reports a quasi-experimental study (with mixed methods) which examined the pedagogic effectiveness of FIBER in the authentic setting of formal curriculum learning and teaching. The study involved totally 611 Secondary-4 students from academically top, …
Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics
Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions
Integration of the peer assessment approach with a virtual reality design system for learning earth science
Immersive virtual reality in education
Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography
Immersive virtual reality (IVR) is regarded as one of the contemporary technological innovations with rich educational potential. As a subset of IVR, spherical video‐based IVR (SV‐IVR) immerses users centrally in a human‐recorded real‐world environment, allowing them to explore the environment in any directions via mobile phones and cardboard goggles. We have proposed a pedagogical framework—Learner‐Immersed Virtual Interactive Expedition (LIVIE)…
Promoting Elementary Pupils’ Learning Motivation in Environmental Education with Mobile Inquiry-Oriented Ambience-Aware Fieldwork
Mobile learning (M-learning) has been in high regard for motivating today's children to learn in schools. The present initiative, which harnesses M-learning in environmental education, aims to promote elementary pupils' learning motivation through engaging them in conducting mobile inquiry-oriented ambience-aware fieldwork (MIAF) in outdoor landscapes. Besides presenting the rationale and pedagogic design of the initiative, this paper reports and…
Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations
A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content a…
Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom
The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all stude…
Teachers with a growth mindset are motivated and engaged
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts
Technological solutions for promoting employees' knowledge levels and practical skills
A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction
Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited 20 in-service teachers with experience in ad…
Understanding Medical Students’ Perceptions of and Behavioral Intentions toward Learning Artificial Intelligence
Medical students learning to use artificial intelligence for medical practices is likely to enhance medical services. However, studies in this area have been lacking. The present study investigated medical students' perceptions of and behavioral intentions toward learning artificial intelligence (AI) in clinical practice based on the theory of planned behavior (TPB). A sum of 274 Year-5 undergraduates and master's and doctoral postgraduates parti…
Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class
In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order to successfully study in SVVR. However, learners often struggle to self-regulate their learning. The…
Actualization of teaching conceptions in lesson design
The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers’ lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers’ teaching focuses, shape their TPACK remains uncertain. This study aimed to explore how teachers’ conceptions shape their TPACK regarding…
Pedagogical adoption of SVVR in formal education
Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West
BACKGROUND: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. AIMS: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation. SAMPLE: We used data from the Teaching and Learning International Survey (TALIS) 2018, which in…
A systematic review of SVVR in language education in terms of the Addie model
Positive mental health literacy for teachers
Longitudinal relationships between risky online behaviors and positive technological development among early adolescents
They believe students can fly
The influence of ChatGPT on student engagement
Psychology (25 works) · Computer Science (22 works) · Mathematics education (19 works) · Educational technology (10 works) · Innovative Teaching and Learning Methods (9 works) · Human–computer interaction (8 works) · Multimedia (8 works) · Pedagogy (8 works) · Online and Blended Learning (7 works) · Cognition (6 works)